{"title":"协作场景中以学习者为中心的学习分析可视化设计方案","authors":"A. Harrer","doi":"10.1109/ICALT.2015.134","DOIUrl":null,"url":null,"abstract":"Complex collaborative learning activities require the learners to self-regulate and reflect on their learning process. Learning Analytics can be a means to support them in these tasks. Yet, current approaches of representing analytics results are mainly oriented towards researchers or instructors of online courses. In this paper we will present our position on learner-centered visualisations for analytics and designs we implemented in the Metafora project to serve this purpose.","PeriodicalId":170914,"journal":{"name":"2015 IEEE 15th International Conference on Advanced Learning Technologies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2015-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"A Design Proposal for Learner-Centered Visualisations of Learning Analytics in Collaborative Scenarios\",\"authors\":\"A. Harrer\",\"doi\":\"10.1109/ICALT.2015.134\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Complex collaborative learning activities require the learners to self-regulate and reflect on their learning process. Learning Analytics can be a means to support them in these tasks. Yet, current approaches of representing analytics results are mainly oriented towards researchers or instructors of online courses. In this paper we will present our position on learner-centered visualisations for analytics and designs we implemented in the Metafora project to serve this purpose.\",\"PeriodicalId\":170914,\"journal\":{\"name\":\"2015 IEEE 15th International Conference on Advanced Learning Technologies\",\"volume\":\"1 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2015-07-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"2015 IEEE 15th International Conference on Advanced Learning Technologies\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1109/ICALT.2015.134\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"2015 IEEE 15th International Conference on Advanced Learning Technologies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/ICALT.2015.134","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
A Design Proposal for Learner-Centered Visualisations of Learning Analytics in Collaborative Scenarios
Complex collaborative learning activities require the learners to self-regulate and reflect on their learning process. Learning Analytics can be a means to support them in these tasks. Yet, current approaches of representing analytics results are mainly oriented towards researchers or instructors of online courses. In this paper we will present our position on learner-centered visualisations for analytics and designs we implemented in the Metafora project to serve this purpose.
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